Factors Related to Academic Success in High Schools

The Quality of the Teacher

Gewertz (2002) mentioned that half of the America’s middle school learners and more than a quarter of its high school learners are learning main academic subjects from tutors who lack accreditation in those subjects and didn’t specialize in them in college. On top of this, Gewertz contended that an account from information in schools and staffing research highlights the Marvel out-of-field tutoring, in which tutors are allocated to teach classes for which they aren’t formally trained.

Self-efficacy

The self-efficacious theory forecasts that students’ academic self-concept is a significant mediator of academic performance (Witherspoon, Speight, & Thomas, 1997). In agreement with Woolfolk (2008), “Self-concept is a universal construct that constitutes several perceptions concerning self, as well as self-efficacy.” Bandura (1995) states that people’s level of inspiration, emotional states and deeds are centered more on what they trust than on what is empirically the case.

Additionally, participants in mentorships professed themselves to be hardy and in possession of high self-efficacy. Mentorship curriculums offer learners chances to be paired up with a professional in a similar field of study. Reis et al. (2005) proposes that resilience is created in retort to interactions.

Parenting Styles

The mentality of parents, as it recounts to bringing up their kids can impact on their parental immersion practices. As such, the parenting elegances can be accredited to the academic achievement or failure of their kids (Grolnick & Ryan, 1989). In the African American Society, study by Hoover-Dempsey, (1995) proposes that reinforcement for the significance of school is not sufficient, but regular care to school-related matters by African American guardians is essential to impact absolutely academic achievement. This, especially attentive attention eradicates such distractions like television viewing and video games.